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THE
IRIS
CENTER
CASE STUDY UNIT
Created by
Janice Brown, PhD
Kim Skow, MEd
iris.peabody.vanderbilt.edu or iriscenter.com
Serving: Higher Education Faculty PD Providers Practicing Educators
Supporting the preparation of effective educators to improve outcomes for all children, especially those with disabilities
042016
Table of Contents
THE
Mathematics:
IRIS
CENTER
Contents:
Page
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Case Study Level A, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Case Study Level A, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Case Study Level B, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Case Study Level B, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Case Study Level C, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
STAR Sheet: Collecting Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
STAR Sheet: Identifying Error Patterns. . . . . . . . . . . . . . . . . . . . . . . . . 16
STAR Sheet: Word Problems: Additional Error Patterns. . . . . . . . . . . . . 22
STAR Sheet: Determining Reasons for Errors . . . . . . . . . . . . . . . . . . . . 24
STAR Sheet: Addressing Error Problems . . . . . . . . . . . . . . . . . . . . . . . 26
Instructors
Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
For
an Instructors
Guide to this Case Study, please email your full name, 30
title, and institutional affiliation to the IRIS Center at iris@vanderbilt.edu
To cite this Case Study Unit:
Brown J., Skow K., & the IRIS Center. (2016). Mathematics: Identifying and
addressing student errors. Retrieved from http://iris.peabody.vanderbilt.
edu/case_studies/ics_matherr.pdf
The contents of this resource were developed under a grant from the U.S. Department of Education, #H325E120002. However, those contents do not necessarily represent
the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.
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Introduction
THE
IRIS
CENTER
Mathematics:
Identifying and Addressing Student Errors
Error analysis is a type of diagnostic assessment that can help a teacher determine what types of errors a student
is making and why. More specifically, it is the process of identifying and reviewing a students errors to determine
whether an error pattern existsthat is, whether a student is making the same type of error consistently. If a
pattern does exist, the teacher can identify a students misconceptions or skill deficits and subsequently design and
implement instruction to address that students specific needs.
Research on error analysis is not new: Researchers around the world have been conducting studies on this topic
for decades. Error analysis has been shown to be an effective method for identifying patterns of mathematical
errors for any student, with or without disabilities, who is struggling in mathematics.
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Case Study
THE
IRIS
Level A Case 1
CENTER
Background
Student: Dalton
Age: 12
Grade: 7th
Scenario
Mrs. Moreno, a seventh-grade math teacher, is concerned about Daltons performance. Because Dalton has
done well in her class up to this point, she believes that he has strong foundational mathematics skills. However,
since beginning the lessons on multiplying decimals, Dalton has performed poorly on his independent classroom
assignments. Mrs. Moreno decides to conduct an error analysis on his last homework assignment to determine what
type of error he is making.
Possible Strategies
Collecting Data
Identifying Error Patterns
!
Assignment
1. Read the Introduction.
2. Read the STAR Sheets for the possible strategies listed above.
3. Score Daltons classroom assignment below. For ease of scoring, an answer key has been
provided.
4. Examine the scored worksheet and determine Daltons error pattern.
Answer Key
1) 7.488
2) 3.065
3) 0.5976
7) .06084
8) 7.602
9) .00183
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4) .00084
10) 4.6098
5) .5040
11) $39.00
6) 2.6724
12) 732.48 cm
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Case Study
THE
IRIS
Level A Case 2
CENTER
Background
Student: Madison
Age: 8
Grade: 2nd
Scenario
Madison is a bright and energetic third-grader with a specific learning disability in math. Her class just finished a
chapter on money, and her teacher, Ms. Brooks, was pleased with Madisons performance. Ms. Brooks believes
that Madisons success was largely due to the fact that she used play money to teach concepts related to money.
As is noted in Madisons individualized education program (IEP), she more easily grasps concepts when using
concrete objects (i.e., manipulatives such as play coins and dollar bills). In an attempt to build on this success, Ms.
Brooks again used concrete objectsin this case, cardboard clocks with movable handsto teach the chapter on
telling time. The class is now halfway through that chapter, and to Ms. Brooks disappointment, Madison seems to
be struggling with this concept. Consequently, Ms. Brooks decides to conduct an error analysis on Madisons most
recent quiz.
Possible Stragegies
Collecting Data
Identifying Error Patterns
!
Assignment
1. Read the Introduction.
2. Read the STAR Sheets for the possible strategies listed above.
3. Score Madisons quiz below by marking each incorrect response.
4. Examine the scored quiz and determine Madisons error pattern.
Answer Key
1) 3:00
2) 9:25
3) 7:15
4)
5)
6) 7) 8) 9)
10)
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Case Study
THE
IRIS
Level B Case 1
CENTER
Background
Student: Shayla
Age: 10
Grade: 5th
Scenario
Shayla and her family just moved to a new school district. Her math class is currently learning how to
add and subtract fractions with unlike denominators. Shaylas math teacher, Mr. Holden, is concerned
because Shayla is performing poorly on assignments and quizzes. Before he can provide instruction to
target Shaylas skill deficits or conceptual misunderstandings, he needs to determine why she is having
difficulty. For this reason, he decides to conduct an error analysis to discover what type of errors she is
making.
Possible Strategies
Collecting Data
Identifying Error Patterns
Word Problems: Additional Error Patterns
!
Assignment
1. Read Introduction.
2. Read the STAR Sheets for the possible strategies listed above.
3. Score Shaylas assignment below by marking each incorrect digit.
4. Examine the scored assignment and discuss at least three possible reasons for Shaylas error
pattern.
Answer Key
1) 4
2) 3
3) 6
4) 1
5) 5
6) 7
7) 3
8) 0
9) 1
10) 7
11) 2
12) 5
13) 3
8
8
18
4
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16
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Case Study
THE
IRIS
Level B Case 2
CENTER
Background
Student: Elas
Age: 7
Grade: 2nd
Scenario
A special education teacher at Bordeaux Elementary School, Mrs. Gustafson has been providing intensive
intervention to Elas, who has a learning disability, and collecting progress monitoring data for the past six weeks.
His data indicate that he is not making adequate progress to meet his end-of-year goals. Mrs. Gustafson has
decided that she needs to conduct a diagnostic assessment to identify areas of difficulty and to determine specific
instructional needs. As part of the diagnostic assessment, Mrs. Gustafson conducts an error analysis using Elas
progress monitoring data.
Possible Activities
Collecting Data
Identifying Error Patterns
Determining Reasons for Errors
!
Assignment
1. Read the Introduction.
2. Read the STAR Sheets for the possible strategies listed above.
3. Score Elas progress monitoring probe below by marking each incorrect digit.
4. When Mrs. Gustafson scores the probe, she finds two possible explanations. One is that Elas
is making a conceptual error, and the other is that he doesnt understand or is not applying the
correct procedure.
a. Assume that his error pattern is procedural. Describe Elas possible procedural error pattern.
b. Assume that his error pattern is conceptual. Describe Elas possible conceptual error pattern.
5. Because the instructional adaptations Mrs. Gustafson will make will depend on Elas error
pattern, she must be sure of the reasons for his errors. Explain at least one strategy Mrs.
Gustafson could use to determine Elas error type.
Answer Key
1) 40
2) 87
3) 45
4) 22
5) 42
6) 34
7) 5
8) 122
9) 5
10) 80
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Case Study
THE
IRIS
Level C Case 1
CENTER
Background
Student: Wyatt
Age: 12
Grade: 6th
Scenario
Mr. Goldberg has been teaching a unit on fractions. He was pleased that all of his students seemed to quickly
master adding and subtracting two fractions. However, when he began teaching the students how to multiply
fractions, a small number of them did not readily learn the content. But after a quick mini-lesson, it appears that
all but three students seem to understand how to solve the problems. One of these students, Wyatt, seems to be
really struggling. Mr. Goldberg determines that he needs to collect some data to help him decide what type of error
Wyatt is making so that he can provide appropriate instruction to help Wyatt be successful. To do so, he decides to
evaluate Wyatts most recent independent classroom assignment.
!
Assignment
1. Read the Introduction.
2. Read the STAR Sheets.
3. Score Wyatts classroom assignment below by marking each incorrect digit.
4. Review Wyatts scored assignment sheet.
a. Describe Wyatts error pattern.
b. Discuss any exceptions to this error pattern. What might these indicate?
5. Based on Wyatts error pattern, which of the two strategies described in the Addressing Error
Patterns STAR Sheet would you recommend that Mr. Goldberg use to remediate this error?
Explain your response.
Answer Key
1) 1
2) 2
3) 14
6) 12
7) 24
8)
121
108
48
48 or 1
48
4) 12
25
9)
2 or 1
3
6
5) 21
56
10)
1
4
2
11) 12) 6
12
12
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STAR Sheet
THE
IRIS
CENTER
What It Is
Collecting data involves asking a student to complete a worksheet, test, or progress monitoring measure containing
a number of problems of the same type.
Scoring
To better understand why students are struggling, the teacher should mark each incorrect digit in a students answer,
as opposed to simply marking the entire answer incorrect. Evaluating each digit in the answer allows the teacher to
more quickly and clearly identify the students error and to determine whether the student is consistently making this
error across a number of problems. For example, take a moment to examine the worksheet below. By marking the
incorrect digits, the teacher can determine that, although the student seems to understand basic math facts, he is not
regrouping the 1 to the tens column in his addition problems.
Note: Marking each incorrect digit might not always reveal the error pattern. Review the STAR Sheets Identifying
Error Patterns, Word Problems: Additional Error Patterns, and Determining Reasons for Errors to learn about
identifying the different types of errors students make.
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References
Kingsdorf, S., & Krawec, J. (2014). Error analysis of mathematical word problem solving across students with
and without learning disabilities. Learning Disabilities Research and Practice, 29(2), 6674.
National Center on Intensive Intervention. (n.d.). Informal academic diagnostic assessment: Using data to guide
intensive instruction. Part 3: Miscue and skills analysis. PowerPoint slides. Retrieved from http://www.
intensiveintervention.org/resource/informal-academic-diagnostic-assessment-using-data-guide-intensiveinstruction-part-3
Riccomini, P. J. (2014). Identifying and using error patterns to inform instruction for students struggling in
mathematics. Webinar series, Region 14 State Support Team.
Special Connections. (n.d.). Error pattern analysis. Retrieved from http://www.specialconnections.
ku.edu/~specconn/page/instruction/math/pdf/patternanalysis.pdf
The University of Chicago School Mathematics Project. (n.d.). Learning multiple methods for any mathematical
operation: Algorithms. Retrieved from http://everydaymath.uchicago.edu/about/why-it-works/multiplemethods/
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STAR Sheet
THE
IRIS
CENTER
What It Is
Identifying error patterns refers to determining the type(s) of errors made by a student when he or she is solving
mathematical problems.
Types of Errors
1. Factual errors are errors due to a lack of factual information (e.g., vocabulary, digit identification,
place value identification).
2. Procedural errors are errors due to the incorrect performance of steps in a mathematical process
(e.g., regrouping, decimal placement).
3. Conceptual errors are errors due to misconceptions or a faulty understanding of the underlying
principles and ideas connected to the mathematical problem (e.g., relationship among numbers,
characteristics, and properties of shapes).
FYI
Another type of error that a student might make is a careless error. The student fails to correctly solve
a given mathematical problem despite having the necessary skills or knowledge. This might happen
because the student is tired or distracted by activity elsewhere in the classroom. Although teachers
can note the occurrence of such errors, doing so will do nothing to identify a students skill deficits. For
many students, simply pointing out the error is all that is needed to correct it. However, it is important
to note that students with learning disabilities often make careless errors.
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Factual Error
Has not mastered basic number facts: The
student does not know basic mathematics facts
and makes errors when adding, subtracting,
multiplying, or dividing single-digit numbers.
Examples
3 + 2 = 7
2 3 = 7
74=2
84=3
Misidentifies signs
Misidentifies digits
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Procedural Error
Examples
Regrouping Errors
77
+ 54
121
123
76
53
56
2
102
304
21
323
234
45
279
3
+ 2
6
Fraction Errors
Failure to find common denominator when adding and
subtracting fractions
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3 1 4
+=
4 3 7
1
1 2 2
2= ==1
2
2 1 2
2 5 10
=
8 8 8
1
4
1 =
2
2
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Examples cont.
Decimal Errors
120.4
+ 63.21
75.25
3.4
.2
6.8
Conceptual Error
Misunderstanding of place value: The student
doesnt understand place value and records
the answer so that the numbers are not in the
appropriate place value position.
Examples
67
+ 4
17
10
+ 9
91
Student answer:
a) 76
b) 90074
c) 600060024
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Examples cont.
321
245
124
12
1
351
12
200
90
b)
c) both
Student answer: a
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References
Ashlock, R. B. (2010). Error patterns in computation (10th ed.). Boston: Allyn & Bacon.
Ben-Hur, M. (2006). Concept-rich mathematics instruction. Alexandria, VA: ASCD.
Cohen, L. G., & Spenciner, L. J. (2007). Assessment of children and youth with special needs (3rd ed.). Upper
Saddle River, NJ: Pearson.
Educational Research Newsletter and Webinars. (n.d.). Students common errors in working with fractions.
Retrieved from http://www.ernweb.com/educational-research-articles/students-common-errors-misconceptionsabout-fractions/
El Paso Community College. (2009). Common mistakes: Decimals. Retrieved from http://www.epcc.edu/
CollegeReadiness/Documents/Decimals_0-40.pdf
El Paso Community College. (2009). Common mistakes: Fractions. Retrieved from http://www.epcc.edu/
CollegeReadiness/Documents/Fractions_0-40.pdf
Fisher, D., & Frey, N. (2012). Making time for feedback. Feedback for Learning, 70(1), 4246.
Howell, K. W., Fox, S., & Morehead, M. K. (1993). Curriculum-based evaluation: Teaching and decision-making.
Pacific Grove, CA: Brooks/Cole.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston,
VA: Author.
Riccomini, P. J. (2014). Identifying and using error patterns to inform instruction for students struggling in
mathematics. Webinar series, Region 14 State Support Team.
Radatz, H. (1979). Error analysis in mathematics education. Journal for Research in Mathematics Education,
10(3), 163172.
Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. ( 2001). Developing conceptual understanding and procedural
skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), 346362.
Sherman, H. J., Richardson, L. I., & Yard, G. J. (2009). Teaching learners who struggle with mathematics:
Systematic intervention and remediation (2nd ed.). Upper Saddle River, NJ: Merrill/Pearson.
Siegler, R., Carpenter, T., Fennell, F., Geary, D., Lewis, J., Okamoto, Y., Thompson, L., & Wray, J. (2010).
Developing effective fractions instruction for kindergarten through 8th grade: A practice guide (NCEE
#2010-4039). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute
of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/
practice_guides/fractions_pg_093010.pdf
Special Connections. (n.d.). Error pattern analysis. Retrieved from http://www.specialconnections.
ku.edu/~specconn/page/instruction/math/pdf/patternanalysis.pdf
Yetkin, E. (2003). Student difficulties in learning elementary mathematics. ERIC Clearinghouse for Science,
Mathematics, and Environmental Education. Retrieved from http://www.ericdigests.org/2004-3/learning.
html
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STAR Sheet
THE
IRIS
CENTER
What It Is
A word problem presents a hypothetical real-world scenario that requires a student to apply mathematical
knowledge and reasoning to reach a solution.
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References
Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single
and multiple strategy instruction on third-grade students mathematical problem solving. Journal of Educational
Psychology, 99(1), 115127.
Krawec, J. L. (2014). Problem representation and mathematical problem solving of students of varying math
ability. Journal of Learning Disabilities, 47(2), 103115.
Powell, S. R. (2011). Solving word problems using schemas: A review of the literature. Learning Disabilities
Research & Practice, 26(2), 94108.
Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M. (2009). Do word-problem features
differentially affect problem difficulty as a function of students mathematics difficulty with and without reading
difficulty? Journal of Learning Disabilities 20(10), 112
Reys, R., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2015). Helping children learn mathematics (11th ed.).
Hoboken, NJ: John Wiley & Sons.
Sherman, H. J., Richardson, L. I., & Yard, G. J. (2009). Teaching learners who struggle with mathematics:
Systematic intervention and remediation (2nd ed.). Upper Saddle River, NJ: Merrill/Pearson.
Shin, M., & Bryant, D. P. (2015). A synthesis of mathematical and cognitive performances of students with
mathematics learning disabilities. Journal of Learning Disabilities, 48(1), 96112.
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STAR Sheet
THE
IRIS
CENTER
What It Is
Determining the reason for errors is the process through which teachers determine why the student is making a
particular type of error.
Helpful Strategies
Determining exactly why a student is making a particular error is important in that it informs the teachers
instructional response. Though it is sometimes obvious why a student is making a certain type of errors, at other
times determining a reason proves more difficult. In these latter instances, the teacher can use one or more of the
following strategies.
Interview the studentIt is sometimes unclear why a student is making a particular type of error. For example, it can
be difficult for a teacher to distinguish between procedural or conceptual errors. For this reason, it can be beneficial
to ask a student to talk through his or her process for solving the problem. Teachers can ask general questions such
as How did you come up with that answer? or prompt the student with statements such as Show me how you
got that answer. Another reason teachers might want to interview the student is to make sure the student has the
prerequisite skills to solve the problem.
Observe the studentA student might also reveal information through nonverbal means. This can include gestures,
pauses, signs of frustration, and self-talk. The teacher can use information of this type to identify at what point in
the problem-solving task that the student experiences difficulty or frustration. It can also help the teacher determine
which procedure or set of rules a student is applying and why.
Look for exceptions to an error patternIn addition to looking for error patterns, a teacher should note instances
when the student does not make the same error on the same type of problem. This, too, can be informative because
it might indicate that the student has partial or basic understanding of the concept in question. For example,
Cammy completed a worksheet on multiplying whole numbers by fractions. She seemed to get most of them wrong;
however, she correctly answered the problems in which the fraction was 12 . This seems to indicate that, though
Cammy conceptually understands what 12 of a whole is, she most likely does not know the process for multiplying
whole numbers by fractions.
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References
Baldwin, E. E., & Yun, J. T. (2012). Mathematics curricula and formative assessments: Toward an error-based
approach to formative data use in mathematics. Santa Barbara, CA: University of California Educational
Evaluation Center.
Ben-Zeev, T. (1998). Rational errors and the mathematical mind. Review of General Psychology, 2(4), 366383.
Cox, L. S. (1975). Systematic errors in the four vertical algorithms in normal and handicapped populations.
Journal for Research in Mathematics Education, 6(4), 202220.
Garnett, K. (n.d.). Math learning disabilities. Retrieved from http://www.ldonline.org article/Math_Learning_
Disabilities
Hunt, H. H., & Little, M. E. (2014). Intensifying interventions for students by identifying and remediating
conceptual understandings in mathematics. Teaching Exceptional Children, 46(6), 187196.
PBS, & the WGBH Educational Foundation. (2002). Difficulties with mathematics. Retrieved from http://www.
pbs.org/wgbh/misunderstoodminds/mathdiffs.html
Radatz, H. (1979). Error analysis in mathematics education. Journal for Research in Mathematics Education,
10(3), 163172.
Sherman, H. J., Richardson, L. I., & Yard, G. J. (2009). Teaching learners who struggle with mathematics:
Systematic intervention and remediation. Upper Saddle River, NJ: Pearson.
Shin, M., & Bryant, D. P. (2015). A synthesis of mathematical and cognitive performances of students with
mathematics learning disabilities. Journal of Learning Disabilities, 48(1), 96112.
Special Connections. (n.d.). Error pattern analysis. Retrieved from http://specialconnections.ku.edu/~specconn/
page/instruction/math/pdf/patternanalysis.pdf
Yetkin, E. (2003). Student difficulties in learning elementary mathematics. ERIC Clearinghouse for Science,
Mathematics, and Environmental Education. Retrieved from http://www.ericdigests.org/2004-3/learning.
html
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STAR Sheet
THE
IRIS
CENTER
What It Is
Addressing error patterns is the process of providing instruction that focuses on a students specific error.
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FYI
Recall that students with learning disabilities sometimes have visual-spatial deficits, which makes it
difficult for them to learn concepts using visual representations. For these students, teachers should
teach concepts using concrete materials accompanied by strong, precise verbal descriptions or
explanations.
Explicit, systematic instruction
Explicit, systematic instruction involves teaching a specific skill or concept in a highly structured environment
using clear, direct language and incorporating the components listed in the table below.
Guided Practice
The student completes problems with the help of either teacher or peer guidance.
The teacher monitors the students work.
The teacher offers positive corrective feedback.
Independent Practice
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Instructional Tips
Check for prerequisite skills: Make sure the student has the prerequisite skills needed to solve the problem
with which he has been struggling. For example, if the student is making errors while adding two-digit
numbers, the teacher needs to make sure the student knows basic math facts. If the student lacks the
necessary pre-skills, the teacher should begin instruction at that point.
Model examples and nonexamples: Be sure to model the completion of a minimum of three to five problems
of the kind the student is struggling with. Add at least one nonexample of the error pattern to prevent
overgeneralization (incorrectly applying the rule or knowledge to novel situations) and overspecialization
(developing an overly narrow definition of the concept of or when to apply a rule or procedure). For
example, in the case of a student who does not regroup when subtracting, a teacher modeling how to solve
this type of problem should also include problems that do not require regrouping.
Problems 1 and 3 are examples that require regrouping, whereas problem 2, which does not require
regrouping, is a nonexample.
1. 2.
3.
121 231 376
17
120
229
Pinpoint error: During modeling and guided practice, focus only on the place in the problem where the
student makes an error. It is not necessary to work through the entire problem. For example, if the students
error pattern is that she fails to find the common denominator when adding and subtracting fractions, the
teacher would only model the process and explain the underlying conceptual knowledge of finding the
common denominator. She would stop at that point, as opposed to completing the problem because the
student knows the process from that point forward. The teacher should then continue in same manner for the
remaining problems.
1 1
+
4 2
1 2
+
4 4
[Stop at this point because you have addressed the error pattern; the student knows how to add
fractions.]
Provide ample opportunities for practice: As with modeling, provide a minimum of three to five problems for
guided practice, making sure to include a nonexample.
Start with simple problems: During modeling and guided practice, begin with simple problems and
gradually progress to more difficult ones as the student gains an understanding of the error and how to
correctly complete the problem.
Move the error around: When possible, move the error around so that it does not always occur in the same
place. For example, if the students error is not regrouping when multiplying, the teacher should include
examples that require regrouping in the ones and tens column, instead of always requiring the regrouping
to occur in the ones column.
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